Goal
- Benchmarks/Objectives
A clear set of learning targets
provides the goal for student learning. Stated
at the beginning of a lesson or unit, clear targets
let students know the direction of the learning.
Access
Prior Knowledge Accessing prior knowledge gives students the
opportunity to reach into their brains for information
already learned in order to prepare for connections
to new learning.
New
Information New information (declarative
or procedural) presented at this point in a lesson
must be accompanied by strategies that help the learner
organize the information. These would include notetaking,
graphic organizers, nonlinguistic representations and
questioning. (see Classroom Instruction That Works Chapters
3, 6, and 10.)
Application Students use new information to generate
an original use of the knowledge. Any of the thinking skills
work with declarative knowledge whereas procedural knowledge
needs to be practiced for automaticity. (see Classroom
Instruction That Works Chapter
2, 9, and 10.)
Generalize Generalizing or summarizing completes
the cycle of the lesson bringing us back to the goal. Using
strategies such as nonlinguistic representations and generating
questions, allows students to put "the tab on the folder"
in order to retain information for longer periods of time.
Assessment Assessment provides the teacher with
a picture of student learning. Feedback from this helps the
student to understand their progress toward the learning goals.
Assessment and feedback begin as soon as the learning goal
has been set for the lesson.
